Abstract
The model of educational reconstruction has proven a useful frame for developing instructional units, especially, for integrating empirical research on teaching and learning and instructional development. The model allows bringing issues of science content structure into balance with educational issues. Processes of educational reconstruction of a new topic, namely nonlinear physics and self-organization are presented. In cooperation with a group of experienced teachers we developed a teaching sequence and evaluated it in a real school setting. Our empirical data provide insight into the difficulties teachers experience in reconstructing a new scientific topic, how these teachers transform their reconstructed subject matter structure into an appropriate content structure for instruction, and into the students learning processes towards understanding nonlinear systems.
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Komorek, M., Stavrou, D., Duit, R. (2003). Nonlinear Physics in Upper Physics Classes: Educational Reconstruction as a Frame for Development and Research in a Study of Teaching and Learning Basic Ideas of Nonlinearity. In: Psillos, D., Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (eds) Science Education Research in the Knowledge-Based Society. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-0165-5_29
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DOI: https://doi.org/10.1007/978-94-017-0165-5_29
Publisher Name: Springer, Dordrecht
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